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36 Cards in this Set
- Front
- Back
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Motor Skill
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voluntary and purposeful actions requiring body and limb movements to achieve a goal
-technical skill |
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abilities
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attributes that provide the capability to produce motor skills
- muscle strength |
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How can motor skills be classified?
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-Movement precision
-Environmental Stability -Movement continuity |
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describe the classifications of motor skills based on movement precision.
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gross motor skills vs. fine motor skills
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gross motor skill
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-large muscle groups
-little precision -whole body movements -multiple limb segments (walking, running, jumping, etc.) |
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fine motor skill
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-use small muscles
-precise (writing, sewing, etc.) |
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does continuum exist between fine and gross motor skills?
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yes
(ballet) |
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developing children and new learners most often acquire gross or fine motor skills first?
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gross skills
-suggested to develop gross motor skills first followed by fine motor components |
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describe the classifications of motor skills based on environment stability
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closed skills vs open skills
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closed skills
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performed in an environment that is stable and predictable
-self-paced |
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open skills
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changing and unpredictable environment
-externally paced |
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does a continuum exist between all movement classifications?
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yes
(trail running) |
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are motor skills learning in an open or closed environment first?
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closed
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describe the classification of motor skills based on movement continuity
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-discrete skills
-serial (sequential) skills -continuous skills |
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discrete skills
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-clear beginning and end (finger snap or punch)
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serial skills
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-series of discrete movements done in order to produes larger or compound motor skill
(playing piano, typing, dance routine) |
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continuous skill
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-repetitive skill that have no specific beginning or end point
(running, swimming |
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two-dimensional taxonomy of motor skills classification
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-Gentile
-combines movement precision and envirionmental stability -helps to understand the skill's components, complexities, and regulatory influences -used to break skill down into simpler components to facilitate learning |
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what are the classification dimensions within Gentile's 2-d taxonomy?
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1. Is the environment open or closed? Why?
2. Action: Body Transport 3. Action: Object Manipulation |
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Categories of performance measures
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1. Response (performance) outcome
2. Response (performance) production |
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Response (performance) outcome
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evaluate the outcome
-what happened |
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Response (performance) production
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how response was produced
-how or why a movement was done -EMG or MMG |
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most common measurement of cognitive performance
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response outcome measure, reaction time (RT)
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reaction time
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the measure of the time from a stimulus to the onset of a response (does not include movement) thuse used to measure the information processing time involved in a tast
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Information processing
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essential job of our brain
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pre-motor time
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time from stimulus to the onset of muscle electrical activity and reflects the pure information processing component
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Motor time
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-electromechanical delay
-the time from the onset of muscle electrical activity to the initiation of the motor response and reflect peripheral neuromuscular delays |
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Movement time
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-MvT
-the time from the onset of movement to movement completion -when RT is paired with movement response, it is specifically called motor RT |
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What are among the most common performance measures?
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measurements of error
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constant error
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-average error over a given number of trials
-CE |
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absolute error (AE)
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-the average over a given number of trials of the error absolute values
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variable error (VE)
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-standard deviation of the group of error scores
-measure of the consistency of the responses and not the amount of error |
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what three broad categories do abilities fall into?
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1. physical proficiency
2. psychological 3. phychomotor |
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talent
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genetic abilities that contribute to specific motor performance
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true or false
successful motor skill performance nearly always requires multiple abilities |
true
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define the "natural" athlete
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best explained by an athlete having many abilities that are relevant to many skills
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